Adult Development: Volume 2: Models and Methods in the Study of Adolescent and Adult Thought

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This volume brings together the works of distinguished authors in the field of postformal-operational cognitive, social and perceptual development to examine the models and methodology used to investigate postformal thought. Divided into four parts, the volume begins by examining both Piagetian and nonstructural models of adult cognitive development, considering them in light of current research developments. Individual papers address models of equilibrium, knowledge, reflective judgement, ego-development, and consciousness. In part II, the contributors discuss the measurement and comparison of cognitive development in adults, exploring such topics as contruct validity and theories of adult development, the structural and developmental relations between formal and postformal capacities, and the relationship between Piagetian and Kohlbergian stages. The third section assesses the research and theory of adult reasoning in the moral domain, while the concluding chapter investigates critical evaluations of postformal research. Numerous tables and figures enhance the discussions.

Author Bio

MICHAEL L. COMMONS is Lecturer and Research Associate in Psychiatry at Harvard Medical School, Massachusetts Mental Health Center, and Director of the Dare Institute. He is also the editor of several previous collections of original papers including Beyond Formal Operations (Praeger, 1984) and Adult Development (Praeger, 1979). CHERYL ARMON is Chairperson of the Undergraduate Program at Antioch University, Los Angeles. She has coedited several previous collections of original papers including Beyond Formal Operations (Praeger, 1984) and Adult Devlopment, 1 (Praeger, 1979). LAWRENCE KOHLBERG was Professr of Education and Social Psychology at Harvard University and Director of the Center for Moral Education and Development before his death in January, 1987. FRANCIS A. RICHARDS is Evaluation and Testing Specialist in the Division of Management Information and Education of the Rhode Island Department of Education. Richards is also a coeditor of several previous collections of original papers including Beyond Formal Operations (Praeger, 1984) and Adult Development, 1 (Praeger, 1979). TINA A. GROTZER is Research Associate at the Dare Institute and Coordinator of the Arlington, Massachusetts Public Schools' Challenge and Enrichment Programs. Her current interests include the cognitive and moral development of children and young adults. JAN D. SINNOTT is Professor of Psychology at Towson State University and affiliated with the National Institute on Aging (NIH). She is also a clinician and a co-editor of Adult Development, 1 (Praeger, 1979) as well as the author of over 70 publications.